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Bem guide 2018 ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? B E M Guide For The C C English Language Examination ? ? ? Rationale The ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? C conception of the new BEM guide is meant for the middle school teachers and examiners It takes into consideration the exit pro ?le of the middle school at the end of MS the learner will be able to interact interpret and produce oral and written messages texts of average complexity of narrative prescriptive and argumentative types using written visual or oral supports in meaningful situations of communication related to his environment and interests The learner can -understand the main points of a familiar text on personal and cross-curricular topics -describe in speech and writing experiences and events giving some simple explanations for opinions or plans related to his her background -produce short simple connected speech on familiar topics or personal interest This guide consists of ?ve main sections ? Recommandations to Exam Designers ? Typology of the BEM Exam ? Tips for Designing the BEM Exam ? The evaluation grid of the situation of integration ? Type of activities ? Further reading ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? C Recommandations to Exam Designers The design of BEM English examinations is done by the National Examination Board When developing tests examinations designers need to consider the following questions Is the exam in accordance with the exit pro ?le of middle school education Does it contain the three competencies interact interpret produce Does it contain the core values set out in the curriculum national identity national consciousness citizenship openness to the world Does it re ect the cross-curricular competencies intellectual methodological communicative personal and social Are the activities in accordance with the concept matrix of the curriculum in terms of global competencies content resources and descriptors Are the themes and the vocabulary of the o ?cial curriculum represented Do the assessment objectives match the learning objectives Do the reading comprehension activities measure the learner ? s understanding of the text